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The contribution of early science education in developing children awareness of carbon footprints
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  • Published: 07 January 2026

The contribution of early science education in developing children awareness of carbon footprints

  • Ali A. Al-Barakat1,2,
  • Rommel M. AlAli3,
  • Sarah B. Alotaibi4,
  • Tahani M. Alrosaa4,
  • Ali K. Abdullatif5 &
  • …
  • Ashraf M. Zaher6 

Scientific Reports , Article number:  (2026) Cite this article

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Subjects

  • Education
  • Environmental social sciences
  • Environmental studies

Abstract

This research explored how early childhood science education contributes to developing children’s understanding of sustainability, with a particular focus on the concept of the carbon footprint as a tangible indicator of environmental impact. Using a qualitative design, semi-structured interviews were conducted with 33 award-winning science teachers from Saudi Arabia, the United Arab Emirates, and Jordan, while data was analyzed through grounded theory methodology. Findings revealed that effective integration of sustainability in early science education is achieved when teachers contextualize the carbon footprint concept through everyday classroom activities, link science lessons to real environmental issues, and engage children in experiential learning such as energy-saving practices and waste reduction. The research also revealed that sociocultural factors influence teachers’ implementation of sustainability concepts, highlighting both innovative practices and structural challenges. The research contributes to providing an empirically grounded framework for embedding sustainability and carbon footprint education in early childhood curricula. It recommends designing teacher training programs that equip teachers with practical, developmentally appropriate strategies to promote environmental culture and sustainable behavior from an early age.

Data availability

The authors will make the raw data supporting the conclusions of this article available upon request, without any undue restrictions. Requests for access to the raw data should be directed to Ali Ahmad Al-Barakat (aalbarakat@sharjah.ac.ae).

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Acknowledgements

The authors from Princess Nourah bint Abdulrahman University express their gratitude to the Princess Nourah bint Abdulrahman University Researchers Supporting Project (PNURSP2025R580), Princess Nourah bint Abdulrahman University, Riyadh, Saudi Arabia. Additionally, the authors at the King Faisal University thank the Deanship of Scientific Research at King Faisal University for providing financial support under project number [KFU254809]. All authors also extend their sincere appreciation to the participants of this study for their time and valuable contributions.

Funding

This article is financially supported by Princess Nourah bint Abdulrahman and University and King Faisal University in the Kingdom of Saudi Arabia.

Author information

Authors and Affiliations

  1. Department of Education, University of Sharjah, Sharjah, 27272, United Arab Emirates

    Ali A. Al-Barakat

  2. Faculty of Educational Sciences, Yarmouk University, Irbid, 21163, Jordan

    Ali A. Al-Barakat

  3. The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa, 31982, Saudi Arabia

    Rommel M. AlAli

  4. College of Education and Human Development, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia

    Sarah B. Alotaibi & Tahani M. Alrosaa

  5. Department of Arabic Language, College of Arts, King Faisal University, Al Ahsa, Saudi Arabia

    Ali K. Abdullatif

  6. Translation, Authorship and Publication Center, King Faisal University, Al-Ahsa, 31982, Saudi Arabia

    Ashraf M. Zaher

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  1. Ali A. Al-Barakat
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Contributions

Conceptualization, A.A.A. and R.A.; methodology, A.A.A.; software, S.A.; validation, T.A., A.K.A., and A.Z.; formal analysis, A.A.; investigation, R.A.; resources, S.A.; data curation, T.A.; writing—original draft preparation, A.K.A., and R.A.; writing—review and editing, A.A.A., S.A., and R.A.; visualization, T.A., and A.Z.; supervision, A.A.A.; project administration, R.A.; funding acquisition, S.A., A.Z., and R.A. All authors have read and agreed to the published version of the manuscript.

Corresponding authors

Correspondence to Ali A. Al-Barakat, Rommel M. AlAli or Sarah B. Alotaibi.

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Competing interests

The authors declare no competing interests.

Ethical approval

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Ethics Committee of King Faisal University protocol code KFU-REC-2024 Sep.-EA000735 and date of approval was 15 September 2024.

Informed consent

Informed consent was obtained from all subjects involved in the study.

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Al-Barakat, A.A., AlAli, R.M., Alotaibi, S.B. et al. The contribution of early science education in developing children awareness of carbon footprints. Sci Rep (2026). https://doi.org/10.1038/s41598-025-34469-3

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  • Received: 03 September 2025

  • Accepted: 29 December 2025

  • Published: 07 January 2026

  • DOI: https://doi.org/10.1038/s41598-025-34469-3

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Keywords

  • Sustainability
  • Science education
  • Childhood
  • Carbon footprint
  • Environmental education
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